Field Education in the Biases of Ethnomodelling
Ethnomodelling has been presenting itself as a possibility for Mathematics Teaching. In the context of Rural Education, it makes it possible to recognize and consider the knowledge produced in peasant culture. This article aims to investigate the perceptions of the relationships of students in the 3...
| Autores: | , |
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| Tipo de recurso: | artículo |
| Estado: | Versión publicada |
| Fecha de publicación: | 2023 |
| País: | Brasil |
| Institución: | Universidade Federal de Santa Catarina (UFSC) |
| Repositorio: | Revemat - Revista Eletrônica de Educação Matemática |
| Idioma: | portugués |
| OAI Identifier: | oai:periodicos.ufsc.br:article/90740 |
| Acceso en línea: | https://periodicos.ufsc.br/index.php/revemat/article/view/90740 |
| Access Level: | acceso abierto |
| Palabra clave: | Etnomodelagem Educação do Campo Saberes Êmicos Percepção Ethnomodelling Field Education Emic Knowledge Perception |
| Sumario: | Ethnomodelling has been presenting itself as a possibility for Mathematics Teaching. In the context of Rural Education, it makes it possible to recognize and consider the knowledge produced in peasant culture. This article aims to investigate the perceptions of the relationships of students in the 3rd year of High School at a Rural School regarding the peasant identity and the emic knowledge present in the cultivation of corn in the local community. The article is part of the results of a dissertation. The research participants are 22 students from the 3rd year of High School, from a School of the State Network of Bahia, located in Laje-BA, characterized as Escola do Campo, and a farmer from the local community. Data analysis took place through Content Analysis, data were produced from an initial questionnaire and interview, considering the emerging categories: Peasant Identity; Perceptions of local knowledge - emic knowledge and School Mathematics. It was identified that an important part of the students does not identify with the field, they cannot relate local knowledge with school mathematics. The emic knowledge presented by the farmer gave evidence of the mathematics developed in the community, such as the moon cycle, planting calendar, seed values, production and commercial system were also part of the discussions. Indicating the need to propose actions that favor the recognition of the knowledge coming from the groups of which the students are part, being fundamental for the construction of the peasant identity. Ethnomodelling is then presented as a possibility for Teaching Mathematics in Rural Schools. |
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